Authors : Jane G. Sagpang

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/ycxx4jnc

Scribd : https://tinyurl.com/3ypdcj3m

DOI : https://doi.org/10.38124/ijisrt/25oct1555

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Abstract : This study looked into the real-life experiences of teachers managing inclusive classrooms with learners with disabilities in Talomo District, Davao City. Using a qualitative phenomenological approach, eight teachers were interviewed in- depth to understand the challenges they encountered and how they coped with them. From the analysis of their stories, two major themes emerged regarding their experiences such as identifying effective classroom management strategies and the use of differentiated instruction to meet diverse learning needs. These findings highlight the critical role of teacher adaptability and intentional instructional planning in fostering an inclusive learning environment where all students can thrive. To deal with these challenges, teachers coping mechanism were self-care practices and targeted approach and understanding. Drawing upon the experiences, challenges and coping mechanisms of teachers in managing inclusive classrooms, this study had developed educational management insights namely adopting Universal Design for Learning (UDL) as a guiding framework for inclusive education and conducting teachers’ training on inclusive practices and flexible teaching strategies. The insights highlighted the need for continuous professional development to help educators adapt and grow in inclusive settings. Ultimately, this study aimed to give voice to both special education and regular classroom teachers working with mainstreamed learners with disabilities.

Keywords : Behind the Scenes of Inclusion, Classroom Narratives, Teachers, Handling Learners with Disability.

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